Suárez-Ortega, M., Sánchez-García, M.F. y María Isabel Fariña-Sánchez. (2018). Estrategias aplicables en la delimitación de metas y la toma de decisiones profesionales. En M. Suárez-Ortega y M. F. Sánchez-García (Eds.), Orientación para la construcción del proyecto profesional (pp. 245 – 287). UNED.
The increasing number of migrants and refugees arriving in Europe places new demands on European education systems. In this context, the role that free digital learning (FDL) could play in fostering inclusion has attracted renewed interest. While the existing literature highlights some general design principles for developing FDL for migrants and refugees, there is little information on the use of FDL at specific education levels, or for specific learning purposes.
Research on the use of Massive Open Online Courses (MOOCs) for teacher professional development (TPD) and the characteristics of their participants is scarce. This article presents a case of a MOOC initiative supported by the Spanish Ministry of Education aiming at teachers’ professional development on the use of ICT for teaching and learning. The analysis is focused on (a) the sociodemographic and school characteristics of the teachers participating in MOOCs; (b) their experience and beliefs about lifelong learning; and (c) the relevance of MOOCs for their work.